-Fleming Sustainability Content in Courses Inventory–
Methodology Backgrounder
In 2012, a comprehensive Faculty Survey was conducted by the Office of Sustainability garnering889 responses representing 789 unique courses. The information supported STARS filing in 2013 and curriculum work thereafter.
In 2015, the Office of Sustainability updated this information andreviewedcourses in programs across the College. This updated analysis used AASHE definitions and also matched courses with UNESCO Teaching and Learning for Sustainability resources (which Fleming College has used to support its Sustainability Learning Outcome). In addition, between 2013 and 2016, the Office of Sustainability engaged with faculty by initiating an Academic Task Force of faculty members representing all “schools” (divisions), hosting Professional Development workshops, presenting at school meetings, presenting to Deans and other Academic Leaders and meeting one: one with faculty members as part of the process of integrating sustainability across the curriculum and implementing Fleming’s Sustainability Learning Outcome.Many programs then integrated sustainability throughout their course offerings. Examples includeEarly Childhood Education, Carpentry, Culinary Arts, Design and Esthetician programs amongst others. This video link provides some examples.
It was in this context that, in Winter2016, a follow-up Faculty Survey was conducted utilizing the UNESCO definitions and the more recent AASHE / STARS definitions of Sustainability Courses and Courses that Include Sustainability. Excerpt below:
“Our Sustainability Learning Outcome asks students to: Explain the interconnections between the broad principles of sustainability which include: human health and well-being, ecological health, social issues, and secure livelihoods in order to support a better world for all generations. UNESCO concepts and principles help us further define sustainability as the interconnectivity between two or more of the elements below.
Natural Systems: Principle = Conservation: which is needed to ensure that natural systems can continue to provide life support systems for all living things including the resources that sustain the economic system.
Social/Cultural Systems: Principle = Peace and Equity: which results when people are able to live co-operatively and in harmony with each other and have basic needs satisfied in a fair and equitable way.
Economic Systems: Principle = Appropriate Development: which is needed for people to be able support themselves in a long-term way. Inappropriate development ignores the links between the economy and the other systems.
Political Systems: Principle = Democracy: which provides ways for people to be able to have a fair and equal say over how natural, social and economic systems should be
managed.” (UNESCO, 1997)(Excerpt from 2016 Fleming Faculty Survey, Fleming Data Resources, 2016)
Based on this introduction, the 2016 survey asked faculty to identify whether their course was a Sustainability Course or a Course Including Sustainability as defined by AASHE/STARS. The survey resulted in 243 responses reflecting 221 unique courses with the majority falling into one of these two categories. Faculty were also asked to provide qualitative data about course content. The combination of the 2015 Course Analysis and the 2016 Faculty Survey results were merged by Fleming Data Resources into the*data set provided that identifies Sustainability Courses and Courses that include Sustainability for courses offered for the full year between Spring of 2015 to Spring of 2016.Note: In some cases, course descriptions did not fully reflect faculty responses, however, because the 2016 Faculty Survey had Research Ethics Board approval, and informed consent, the College is able to share anecdotal quotes from the surveythat reflect sustainability course content.
Sample Quotes from 2016 Faculty Survey Results:
“Students in this course are required to consider sustainability practices when creating play environments for young children both indoors and outdoors. This may include, but is not limited to, the reduction of plastic and commercial play materials and creating sustainable outdoor learning for children by (connecting with nature, natural play materials, and good stewardship practices for the environment).”
“The UNESCO model is introduced to students at the beginning of the course and the model is adapted to a new sustainable approach to Organizational Behavior.”
“The students get a hands on understanding of what sustainability is by carrying out various research projects (e.g. solar energy, reducing waste, edible orchards, aquaponics, etc.) with deliverables that are sustainable.”
“Vegan products, ergonomics, health and safety, environmentally friendly decontamination systems.” (note: quotes from Esthetician Programs)
“Students learn how to cartographically render socio-economic demographic information and prepare digital environmental surfaces to facilitate cartographic communication and spatial analysis that results in decisions that incorporate sustainability.”
“Cases and Projects to create more awareness and change of behavior. This is in collaboration with the Office of Sustainability.”
“Having the basic understanding of the relationship between codes, specs and design and purpose of a building for future long term use incorporating minimum consumption of energies in terms of hydro, gas, time efficiencies, and building benefits in terms of long term use without constant upgrades or repairs.”
“It is essential to talk about sustainability whenever you discuss elements of design… Not only in the materials that you use, but also when you are talking about a sustainable practice in design.”
“Focus on healthy aging and changes to our healthcare system to allow for a more social and health promotion approach to community development and meeting the needs of disadvantages individuals. … focus on inclusion and a sustainable model that addresses the needs of all citizens.”
(Fleming Faculty Survey, 2016, Fleming Data Resources)